Abstract
We analysed effective and promising interventions, within the classroom and school microsystems, aiming to promote equality and belongingness for immigrant, Roma, and low-income children attending early childhood education and care (ECEC) and primary education in eight European countries. Over 500 interventions were identified, and 78 interventions were analysed. We found that while 79% of the interventions provided some type of language support, only 32% considered children’s heritage language. Importantly, around 22% of the interventions targeted ECEC settings specifically, with most ECEC interventions implemented at the national level, taking place in the classroom and implemented by classroom teachers, and involving language support and family involvement activities. Language support seems to be widespread, recognising the foundational nature of language for learning, communication, and belongingness. However, comprehensive intercultural policies that explicitly support culture maintenance, communication, and positive contact may be valuable in guiding future developments.
| Original language | English |
|---|---|
| Pages (from-to) | 58-76 |
| Number of pages | 19 |
| Journal | European Early Childhood Education Research Journal |
| Volume | 28 |
| Issue number | 1 |
| Early online date | 26 Dec 2019 |
| DOIs | |
| Publication status | Published - 2020 |
Funding
This work has received funding from the European Union?s Horizon 2020 research and innovation programme under grant agreement No. 727069. It is based on a report previously submitted to the European Commission by the ISOTIS Consortium (see Aguiar et al. 2017). The ISOTIS research team consists of researchers from ten countries. In addition to the listed authors, ISOTIS researchers involved in this study were: Jana Obrovsk? and Zuzana Lenhartov? (Masaryk University, Czech Republic); Katharina Ereky-Stevens, Aghogho Omonigho, Bethan Thomson, and Rebecca Tracz (University of Oxford, England); Theresia Hummel, Yvonne Anders, and Katrin Wolf (Free University Berlin, Germany); Chrysanthi Panagiotidou, Despina Papageridou, Anastasia Gkaintartzi, Petroula Tsokalidou, Konstantinos Tsioumis, and Konstantinos Petrogiannis (Hellenic Open University, Greece); Silvia Cescato (University of Milano-Bicocca, Italy); Melissa Be and Ryanne Francot (Utrecht University, The Netherlands); Justyna Pa?czy?ska-Janiak and Kamila Wichrowska (University of Warsaw, Poland); Dulce Martins, In?s Ferreira, and Ana Camacho (Instituto Universit?rio de Lisboa [ISCTE-IUL], Centro de Investiga??o e Interven??o Social [CIS-IUL], Portugal). The Czech team appreciates the insights and information on successful programmes gained from experts who attended the Expert meeting on education of socially disadvantaged children held in Brno, 12.5.2017, at the Institute for Research in Inclusive Education, Faculty of Education, Masaryk University. The Dutch team would like to thank the Dutch Youth Institute [Nederlands Jeugd Instituut] as well as Arjen Scholten, the designer of the Brede School Academie, who have provided valuable information for this study. The English team acknowledges the Education Endowment Foundation (EEF), for publishing the ?Teaching and Learning Toolkit?, which provides guidance for teachers and senior leaders on how to use their resources to improve learning outcomes, particularly for disadvantaged children and young people. The programmes in this study were chosen out of those included in this toolkit. The Polish team would like to acknowledge professionals from the Mierz Wysoko Association and Q Zmianom Association for their valuable advice and support during the process of data collection for this study. The Portuguese team appreciates the collaboration and contribution of Paulo Andr? and EPIPSE - Equipa de Projetos de Inclus?o e Promo??o do Sucesso Educativo from the Directorate-General of Education, of Cristina Milagre and the Alto Comissariado para as Migra??es, and Salete Lemos and Programa Escolhas.
Keywords
- early childhood
- Europe
- immigrant
- Inequalities
- interventions
- language support
